语言学习者和非语言学习者的自我概念和自我设想及其对学习动机的影响

IF 1.5 3区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Lyndsay R. Buckingham, Janina Iwaniec
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引用次数: 0

摘要

迄今为止,大多数探讨内容与语言整合学习(CLIL)和非 CLIL 学习者之间学习动机差异的研究主要是定量研究,或者没有控制社会经济地位(SES)的差异。虽然许多研究者都认为,CLIL 学习者的学习动机往往比非 CLIL 学习者的学习动机更强,但对这种差异背后的原因却鲜有解释,部分原因可能是该领域缺乏从 CLIL 学生自身角度进行的研究。本研究以 L2 动机自我系统和自我概念为基础,采用混合方法探讨 CLIL 和非 CLIL 学习者当前和未来的自我憧憬。马德里地区 15 岁的学习者(n = 348)填写了一份调查问卷,其中考虑了他们的社会经济地位水平以及与英语自我概念、学术自我概念和教师期望量表相关的经历。随后,研究人员邀请这些学生参加焦点小组,深入探讨他们学习动机背后的原因。尽管 CLIL 学习者群体与非 CLIL 学习者群体在 SES 水平上没有明显差异,但 CLIL 学习者表现出的自我概念略微积极一些,理想的 L2 自我愿景也更强烈一些,这或许可以解释为什么 CLIL 学习者认为学习(英语)的动力更大。此外,我们还发现,语言学习者的 "应然自我"(ought-to-self)是提高学习动机的一个次要但潜在的积极因素。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Self-concept and self-visions in CLIL and non-CLIL learners and their effect on motivation

To date, most studies that explore the differences in motivation between content and language-integrated learning (CLIL) and non-CLIL learners have been mainly quantitative or have not controlled for differences in socio-economic status (SES). While many researchers agree that CLIL learners tend to have greater motivation than non-CLIL learners, there has been little explanation of the reasons behind this difference, perhaps partly because the field lacks studies from the perspective of CLIL students themselves. Based on the L2 motivational self-system and the construct of self-concept, this study employed a mixed-methods approach to explore CLIL and non-CLIL learners’ current and future self-visions. Fifteen-year-old learners in the Madrid region (n = 348) completed a questionnaire that considered their SES levels as well as experiences related to the scales of English self-concept, academic self-concept, and teacher expectations. The same learners were then invited to take part in focus groups in which researchers delved into the reasoning behind their motivation. Despite no significant difference in SES levels between CLIL and non-CLIL learner groups, CLIL participants are found to display a slightly more positive self-concept and more robust ideal L2 self-visions, which may explain the perceived greater motivation among CLIL learners to study (in) English. Furthermore, the L2 ought-to self is found to be a secondary, yet potentially positive force toward higher motivation.

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来源期刊
CiteScore
3.30
自引率
0.00%
发文量
40
期刊介绍: The International Journal of Applied Linguistics (InJAL) publishes articles that explore the relationship between expertise in linguistics, broadly defined, and the everyday experience of language. Its scope is international in that it welcomes articles which show explicitly how local issues of language use or learning exemplify more global concerns.
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